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4.3 Multimedia Strategies
With the development of modern. Technology multimedia is used to teaching English more and more frequently. Materials, like English news, TV programs, movies, videos are greatly influence students’ interest. So it is a commonsense material aid learning. Compared with the traditional methods of lead-in, it is an advance to teach by multimedium. It can improve students’ studying efficiency and inspire their interest. But there also some problems that we should pay attention to. When we take the multidium teaching, we should make a good choice. If they use boring or out-of-date content, the students will lose their interest in learning the text. In contrast, the culture and the current affairs of the target language community, and some useful knowledge are good for students.
V. Investigation
In order to get an insight into the lead-in situation of middle school, find some teaching problems and give some suggestions, the author chose in study consist of interview and observation in Changchun No1 Middle school, where four teachers and 153 students were involved.
5.1 Interview
In order to have a deep understand of behavior and feelings between teacher and students in the lead-in step, the timely interviews are adopted. By interviews, the author further grasp the idea and factors in teaching process of lead-in. These interviews were lasted 10-20 minutes more or less. This study was carried out in Changchun No,1 Middle School, where four teachers and 102 students were involved. the interview questions for teachers are as follows:
1. Did you design the lead-in step carefully before teaching class?
2. Which kind of strategies do you often use in you teaching?
3. How often is lead-in performed in your English class?
4. In lead-in step, what factors do you concern about?
Some students are chosen to gain further information. The following are the four interview questions for students.
1. Do you like the lead-in at very beginning of the class?
2. What kind of strategy can arouse your interest on learning English?
3. How long does it often get you to focus your attention at the beginning of class?
4. Do you like expect to show yourself and communication more in the class?
From the interviews some teachers can realize the importance of lead-in, but less teachers think that lead-in may be left out. They do not see what a good lead-in can contribute to the teaching and they would like rather save time to teach some key language points or grammar. They can not reach an agreement on which kind of strategies can be easily accepted by students. However, the students are more hope lead-in step.
Undoubtedly, the teachers play an significant role in arousing the student’s interest, because teachers are regarded as key authorities, who affect the study quality of learning process by guiding. However, from the interviews, we know the students are likely to hope the teacher can employ some methods and strategies to make them more energetic, quickly focus on the new knowledge and trigger their interests or motivation at the every beginning of the class. They hope speak more, explain more and study more in the class. After all, as young teenagers, they have enough energy and they hope speak more in English class.
On traditional teaching, many teachers think that lead-in should not too long, so the teachers can not control the lead-in time, sometimes too long and sometimes too short. Chinese students lack the environment of learning English at the beginning of the class, so when teachers design lead-in time it should enough to cause students’ interest and motivation. Besides, sometimes the lead-in step could not close to the new knowledge, the students are bored the lessons and even make students sleepy. So the English teacher should prepare a successfully lead-in.
5.2 Observation
In Classroom lead-in, we have many kinds of methods and forms of lead-in. Every methods have inpidual advantages and features just as mentions in the previous chapter. The strategies are not unchangeable in lead-in step. But what kind of strategies are often take place in middle school? Tn order to have a deep understand of lead-in methods, the author gives following table through classroom obervation. These observations were lased one month. This study were carried out in English classrooms in No 1 Middle School, where four teachers and three class wre involved. The author get following table get from the class room observation.